Alessia Marabini – författare

This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Moretti and Marabini argue that, in spite of its celebrated ‘scientificity’, CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.

This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful 'big picture' in the student's mind. Moretti and Marabini argue that, in spite of its celebrated 'scientificity', CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.

This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ''big picture'' in the student''s mind. Moretti and Marabini argue that, in spite of its celebrated ''scientificity'', CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.

This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Moretti and Marabini argue that, in spite of its celebrated ‘scientificity’, CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.

This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences.The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice.